PSSA Science Prep - Physics

TIME INTERVALS FOR ERUPTIONS OF OLD FAITHFUL GEYSER

Duration of Eruption
2.0 min 3.0 min 4.0 min 5.0 min

Time to Next Eruption

57 min 71 min 82 min 95 min

A tourist views an eruption that lasts 4.5 minutes. Based on the data in the table, about how long will the tourist most likely have to wait to see the next eruption? A. B. C. D. 82 minutes 88 minutes 95 minutes 102 minutes
Answer on Next Slide.

PSSA Science Prep - Physics

TIME INTERVALS FOR ERUPTIONS OF OLD FAITHFUL GEYSER

Duration of Eruption
2.0 min 3.0 min 4.0 min 5.0 min

Time to Next Eruption

57 min 71 min 82 min 95 min

A tourist views an eruption that lasts 4.5 minutes. Based on the data in the table, about how long will the tourist most likely have to wait to see the next eruption? A. B. C. D. 82 minutes 88 minutes 95 minutes 102 minutes
Answer on Next Slide.

Objectives:
S8.C.2.1.1

Eligible Content for Physics, Grade 8

Distinguish among forms of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) and sources of energy (i.e., renewable and nonrenewable energy)

S8.C.2.1.2

Explain how energy is transferred from one place to another through convection, conduction, or radiation. Describe how one form of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) can be converted into a different form of energy. Describe the Sun as the major source of energy that impacts the environment. Compare the time span of renewability for fossil fuels and the time span of renewability for alternative fuels..

S8.C.2.1.3

S8.C.2.2.1 S8.C.2.2.2

Objectives:
S.8.C.2.2.3

Eligible Content for Physics, Grade 8

Describe the waste (i.e., kind and quantity) derived from the use of renewable and nonrenewable resources and their potential impact on the environment. Describe forces acting on objects (e.g., friction, gravity, balanced versus unbalanced).
Distinguish between kinetic and potential energy. Explain that mechanical advantage helps to do work (physics) by either changing a force or changing the direction of the applied force (e.g., simple machines, hydraulic systems).

S.8.C.3.1.1

S.8.C.3.1.2

S.8.C.3.1.3

Forms of Energy

Unit 6 Lesson 1

Chemical a form of potential energy stored in chemical bonds Electrical - the energy associated with electric charges Light (Radiant): a form of electromagnetic energy, the vibration of electrically charged particles the ONLY form of

energy that can travel through the vacuum of space

Mechanical the energy that an object has due to its position or motion Nuclear- the energy that can be released by changes in the nucleus of an atom Sound- energy produced when matter vibrates Thermal- the energy of an object due to the random motion of its particles

Forms of Mechanical Energy

Unit 6 Lessons 3 & 4

Potential: Energy that is stored in an object due to its position relative to something else (the reference level) 2 forms
1. 2.

Gravitational (GPE) PE due to height above ground Elastic (EPE) PE due to stretching/deforming

Kinetic: Energy of motion depends on mass AND speed (more of either means more KE)

Law of Conservation of Energy energy can be transformed from one type to another

Example 1 Yo-Yo: PEKEPEKE.. Example 2 Flashlight:

Battery Bulb

converts chemical to electrical energy

converts electrical to light energy

Kinetic vs. Potential Energy (C.3.1.2) An object is lifted into the air and dropped. Which statement best describes the objects energy as it falls through the air from the stationary position at height X?
A.

Sample PSSA Question 1

At height X, the energy is potential, which changes to kinetic as the object falls. At height X, the energy is kinetic, which changes to potential as the object falls. At height X, the energy is potential and kinetic, and the object loses potential energy as it falls. At height X, the energy is potential and kinetic, and the object loses kinetic energy as it falls.

B.

C.

D.

Answer on Next Slide.

Kinetic vs. Potential Energy (C.3.1.2) An object is lifted into the air and dropped. Which statement best describes the objects energy as it falls through the air from the stationary position at height X?
A.

Sample PSSA Question 1

At height X, the energy is potential, which changes to kinetic as the object falls. At height X, the energy is kinetic, which changes to potential as the object falls. At height X, the energy is potential and kinetic, and the object loses potential energy as it falls. At height X, the energy is potential and kinetic, and the object loses kinetic energy as it falls.

B.

C.

D.

Science Scenario: Energy Transformation (C.2.1.3)

Students made the device shown at left for testing the effects of different electromagnetic fields on substances. The testing device has three batteries, three coils of insulated copper wire, one iron rod, three adjustable selector switches, and one on/off switch with a power indicator light. Which sequence correctly shows the energy conversions that allow the testing device to attract a metal weight with magnetic properties?
A.

Sample PSSA Question 2

battery (chemical to heat) wire coil (heat to magnetic) metal weight (magnetic to frictional) battery (chemical to electrical) wire coil (electrical to magnetic) metal weight (magnetic to mechanical) battery (electrical to magnetic) wire coil (magnetic to heat) metal weight (heat to mechanical) battery (electrical to mechanical) wire coil (mechanical to magnetic) metal weight (magnetic to gravitational)

B.

C.

D.

Answer on Next Slide.

Science Scenario: Energy Transformation (C.2.1.3)

Students made the device shown at left for testing the effects of different electromagnetic fields on substances. The testing device has three batteries, three coils of insulated copper wire, one iron rod, three adjustable selector switches, and one on/off switch with a power indicator light. Which sequence correctly shows the energy conversions that allow the testing device to attract a metal weight with magnetic properties?
A.

Sample PSSA Question 2

battery (chemical to heat) wire coil (heat to magnetic) metal weight (magnetic to frictional) battery (chemical to electrical) wire coil (electrical to magnetic) metal weight (magnetic to mechanical) battery (electrical to magnetic) wire coil (magnetic to heat) metal weight (heat to mechanical) battery (electrical to mechanical) wire coil (mechanical to magnetic) metal weight (magnetic to gravitational)

B.

C.

D.

Energy Sources & Waste

Unit 6 Lesson 1

Renewable: an energy source that can be replaced in our lifetime.

Examples: Sunlight, wind, moving water, wood, biomass (burning garbage)

NonRenewable: an energy source that cannot be replaced in our lifetime.

Examples: Oil, natural gas, coal, uranium (nuclear fuel) geothermal

Environmental Impact:
a) b)

WHICH type (above) do you think pollutes more? What OTHER environmental consequences are there?

Energy Impact on Environment (C.2.2.1)

Sample PSSA Question 3

Which energy source can be described as having the greatest impact on Earths living environments?
A. B. C. D.

moving air moving water the Sun geothermal

Answer on Next Slide.

Energy Impact on Environment (C.2.2.1)

Sample PSSA Question 3

Which energy source can be described as having the greatest impact on Earths living environments?
A. B. C. D.

moving air moving water the Sun geothermal

Sample PSSA Question 4

Energy Sources & Waste (C.2.2.3)

Which of the following would most likely result from replacing conventional cars with solarpowered cars?
A. B. C. D.

Increases in acid precipitation rates Increased use of nonrenewable resources Reduced need for other forms of transportation Smaller amounts of greenhouse gases in the atmosphere

Answer on Next Slide.

Sample PSSA Question 4

Energy Sources & Waste (C.2.2.3)

Which of the following would most likely result from replacing conventional cars with solarpowered cars?
A. B. C. D.

Increases in acid precipitation rates Increased use of nonrenewable resources Reduced need for other forms of transportation Smaller amounts of greenhouse gases in the atmosphere

Unit 6 Lesson 11

How Energy Moves

Conduction the movement of thermal energy by bodies or fluids that are in contact

Convection the transfer of heat by the circulation or movement of the heated parts of a liquid or gas

Radiation thermal energy transmitted as waves

Heat AND Light can move in this way ONLY form of energy that can move through a vacuum (space)

Energy Transfer (C.2.1.2)

Sample PSSA Question 5

In the Earth's mantle, heat is transferred in large convection currents. Within these currents,
A. B. C. D.

hotter and cooler rock sink but do not rise. cooler and hotter rock rise but do not sink. hotter rock rises and cooler rock sinks. cooler rock rises and hotter rock sinks
Answer on Next Slide.

Energy Transfer (C.2.1.2)

Sample PSSA Question 5

In the Earth's mantle, heat is transferred in large convection currents. Within these currents,
A. B. C. D.

hotter and cooler rock sink but do not rise. cooler and hotter rock rise but do not sink. hotter rock rises and cooler rock sinks. cooler rock rises and hotter rock sinks

Forces on Objects
Unit 4 Lesson 1,2.9,10

Force a push or a pull that can cause an object to move, stop moving, change speed or direction Friction a force that resists motion between two objects that are in contact converts kinetic energy into heat Gravity- a universal force that every mass exerts on every other mass Weight the force of gravity on an object depends on location Mass - the amount of matter in an object does NOT depend on location Bouyant Force the upward force on an object which is immersed in a fluid

Net Forces
Unit 4 Lesson 1
BALANCED MOTION UNCHANGED

UNBALANCED ACCELERATION

Book exerts a gravitational force (weight force) downward on the table Table exerts an equal and opposite force up on the book (Newton's 3rd Law) Since these forces are balanced, the book rests on the table; it does not move.

Unbalanced forces have unequal magnitudes and/or directions. Unbalanced forces result in net forces. Net forces change an object's velocity by changing the object's speed and/or direction The change in motion will be in the direction of the net force (2nd Law)

Sample PSSA Science Scenario

Students made the device shown at left for testing the effects of different electromagnetic fields on substances. The testing device has three batteries, three coils of insulated copper wire, one iron rod, three adjustable selector switches, and one on/off switch with a power indicator light. Six metal weights are available for the tests; each weight has the same volume and mass. The strength of the electromagnet is measured by counting the number of metal weights that can be suspended from the rod like a chain. A description of the functions of the devices switches is below

Science Scenario: Forces on Objects(A.2.1.6) Students attempted to use the device and the weights in an investigation. None of the metal weights were attracted to the electromagnet when they were placed near it. The students made sure that the power indicator light was on, then they tried every switch combination. Which system modification and test are necessary to solve the design flaw in the experimental setup?
A. B. C.

Sample PSSA Question 6

D.

Use copper metal weights and test the batteries. Use a copper rod and test the batteries. Use smaller metal weights and test the original weights and the smaller weights with a bar magnet. Use a larger iron rod and test the original metal
Answer on Next Slide.

Science Scenario: Forces on Objects(A.2.1.6) Students attempted to use the device and the weights in an investigation. None of the metal weights were attracted to the electromagnet when they were placed near it. The students made sure that the power indicator light was on, then they tried every switch combination. Which system modification and test are necessary to solve the design flaw in the experimental setup?
A. B. C.

Sample PSSA Question 6

D.

Use copper metal weights and test the batteries. Use a copper rod and test the batteries. Use smaller metal weights and test the original weights and the smaller weights with a bar magnet. Use a larger iron rod and test the original metal

Science Scenario: Forces on Objects(C.3.1.1) Which statement correctly describes the forces acting on the metal weights when the system design prevented them from being attracted to the electromagnet?
A.

Sample PSSA Question 7

The balanced magnetic and gravitational forces were insufficient to overcome the inertia of the metal weight. The balanced frictional and gravitational forces were insufficient to overcome the momentum of the metal weight. The unbalanced frictional and gravitational forces were insufficient to overcome the inertia of the metal weight.

B.

C.

D.

The unbalanced magnetic and gravitational forces were insufficient to overcome the momentum of the metal weight.
Answer on Next Slide.

Science Scenario: Forces on Objects(C.3.1.1) Which statement correctly describes the forces acting on the metal weights when the system design prevented them from being attracted to the electromagnet?
A.

Sample PSSA Question 7

The balanced magnetic and gravitational forces were insufficient to overcome the inertia of the metal weight. The balanced frictional and gravitational forces were insufficient to overcome the momentum of the metal weight. The unbalanced frictional and gravitational forces were insufficient to overcome the inertia of the metal weight.

B.

C.

D.

The unbalanced magnetic and gravitational forces were insufficient to overcome the momentum of the metal weight.

Simple Machines
Unit 6 Lesson 8

Six Types:
* Lever
* Inclined Plane

* Pulley

* Wedge

* Wheel&Axle * Screw

Simple Machines:

Make work easier when a single force is applied

Do NOT multiply work only multiply or change the direction of the input force (ex: Pulley converts downward input force into upward output force) If the output force is multiplied/increases, then the output distance the load moves must ________ to keep the total work done the SAME.

Work = force x distance

Energy Transformation (C.3.1.3)

A worker needs to move a box of heavy equipment from the ground to a platform 2 meters high. Rather than lift the box, the worker can use one of two ramps. Ramp X is 7 meters long and ramp Y is 3 meters long.

Sample PSSA Open-Ended Item

Part A: Why would a worker use a ramp rather than lift the box? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Part B: Choose either ramp X (7 meters long) or ramp Y (3 meters long) and explain the benefits of using that ramp instead of the other ramp. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Answer on Next Slide.

Energy Transformation (C.3.1.3)

A worker needs to move a box of heavy equipment from the ground to a platform 2 meters high. Rather than lift the box, the worker can use one of two ramps. Ramp X is 7 meters long and ramp Y is 3 meters long.

Sample PSSA Open-Ended Item

Part A: Why would a worker use a ramp rather than lift the box? A ramp requires less force to move the box. Therefore it is easier on the worker and easier to move.

Part B: Choose either ramp X (7 meters long) or ramp Y (3 meters long) and explain the benefits of using that ramp instead of the other ramp. Ramp X would be best because it requires less force to move the box up it. If you increase the distance of the ramp, you decrease the amount of force needed to move it.

Exit Ticket
An engineer needs to design a bridge that can withstand drastic changes in temperature. An understanding of which of the following concepts would most likely help the engineer design the bridge?
A. B. C. D.

The universal law of gravitation The conservation of momentum The theories of chemical bonding The process of thermal expansion

Answer on Next Slide.

Exit Ticket
An engineer needs to design a bridge that can withstand drastic changes in temperature. An understanding of which of the following concepts would most likely help the engineer design the bridge?
A. B. C. D.

The universal law of gravitation The conservation of momentum The theories of chemical bonding The process of thermal expansion